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This thesis tackles the assessment of job candidates‟ creative potential through the processes of recruitment and selection in UK creative SMEs. Literature on individual creativity (Rogers, 1954; Oldham and Cummings, 1996; Sternberg and Lubart, 1996; Sternberg, O‟Hara and Lubart, 1997; West, 1997; Simonton, 2000), has placed importance on the individual characteristics and personality traits that distinguish a creative individual from a non-creative. Lack of knowledge regarding creativity assessment through recruitment and selection in creative SMEs has triggered the author to investigate this area. The author has designed a theoretical framework which comprises three elements, namely personality traits, individual knowledge, skills and abilities (KSAs) and team KSAs, which, according to the literature review, need to be taken into account when assessing individuals‟ creative potential in creative SMEs. This framework was tested with the use of a mixed methodological approach. Firstly, the qualitative approach involved the performance of 17 interviews with the owners/managers and directors of creative SMEs in Scotland. The quantitative approach involved the design and distribution of a questionnaire to a larger sample of creative companies across the UK, which resulted in 140 answered questionnaires. From the analysis of these data, interesting findings arose which indicated that creative SMEs use a mix of criteria when assessing job candidates‟ creativity. Personality traits, individual and team KSAs were highlighted, as well as the importance of motivation, which influenced selection decisions. Variations on the importance of such criteria were evident when the researcher investigated the different creative sectors and the different positions the respondents held. The most commonly used recruitment and selection practices in creative SMEs were provided. Additionally, differences in the recruitment methods used between creative SMEs who have and have not won creative awards were highlighted.

Previous studies of the influence of personality on behaviour in experimental games have provided conflicting and inconclusive results. The present investigation was designed to search on a broad front for personality correlates of behaviour in a two-person bargaining game, the one used being a derivation of the Deutsch and Krauss Trucking Game. Five personality tests, covering fifty-three personality traits, were administered to 192 undergraduate students attending courses at The University of Stirling, and from these the experimental groups were randomly chosen, the only constraint being the sex of the subjects. The tests were The Sixteen Personality Factor Questionnaire, The Guilford/Zimmerman Temperament Survey, The Study of Values Test, The Edwards Personal Preference Schedule, and The Test of Social Insight. The trucking game was played for 30 trials by two groups of subjects, each containing 24 male dyads and 24 female dyads, under two experimental conditions: Condition I, where subjects had access to full information regarding the other's payoffs, and Condition II, where only incomplete information of the other's payoffs was available. It was hypothesized that behaviour in the game would be influenced by (i) amount of information available about the payoffs of the other; (ii) sex of the players (comparing single-sexed dyads); and (iii) players' personality. No differences due to either amount of information available about the other's payoffs, or sex of the players, were found. An analysis of the data provided by the combined experimental groups, however, successfully located indications of personality effects on behaviour in the game, as measured by total joint payoff summed over 30 trials, total time taken, the number of concessions made to the other player, and first strategy-choice on individual trials. The personality variables concerned were Emotional Stability and Radicalism/Conservatism, (Factors C and Ql of The Sixteen Personality Factor Questionnaire); Personal Relations, (Factor P of The Guilford/Zimmerman Temperament Survey); Theoretical Value, (T scale of The Study of Values Test); Exhibition, ('exh' variable of The Edwards Personal Preference Schedule); and Cooperativeness, (Scale III of The Test of Social Insight). It is suggested that the relationship of these personality variables to game-playing behaviour should be the subject of further investigation.

The purpose of personality assessment can be broadly divided into three categories: description, prediction, and intervention. In assessing personality, psychologists have relied heavily on developing, administering, and scoring personality tests and techniques. Personality tests can be categorised according to a range of schemas including: objective or projective tests, idiographic, or nomothetic approaches. Projective tests differ from objective tests in several ways. They are less obvious in their intent, are less structured, and rely almost exclusively on clinical interpretation. The growth of sport psychology has largely coincided with an era dominated by objective testing. With the increasing maturation of the field of sport psychology, there appears to be a greater appreciation for diversity of training models, research methodologies, and therapeutic approaches other than the cognitive-behavioural model. For example, psychodynamic formulations and interpretations have begun to appear more frequently in the sport psychology literature (e.g., Andersen, 2000; Giges, 2000; Hill, 2001; Strean & Strean, 1998). I believe the timing is right to develop a sport- specific projective test. In this dissertation, I focus on the processes followed to develop the Athlete Apperception Technique (AAT). Several researchers have used the Thematic Apperception Test (TAT), developed by in 1935 by Morgan and Murray, as a guide to develop population and culturally specific projective tests. The AAT was also developed using the TAT as a blueprint. The majority of tests developed to assess personality in sport are essentially objective tests. Bouet (1970), however, took some tentative steps in developing a sport specific projective test. Unfortunately Bouet did not produce a test that could be of practical use to either researchers or practitioners. The current research extends Bouet’s work with the development of a projective test for use with athletes. Presented here are three studies. Study 1 was used to develop a preliminary image set (Set-A), depicting a wide range of sport related scenarios. Data collection incorporated the pilot testing of over 100 pictures and drawings of sport situations with approximately 200 athletes representing a number of sports and levels of participation. In Study 2, twelve experts (judges) rated image Set-B (48 images) on a range of criteria using Murray’s (1943) image set guidelines and Morgan’s (1999) image examination guidelines as blueprints. Upon completion of expert ratings the 27 highest rated images were developed into original drawings by a professional artist for subsequent use in the administration of image Set-C. In Study 3, 75 participants completed image Set-C with the focus being to trial and seek recommendations for the make-up of the final image set (Set-D). Participants wrote a short story about each image by identifying a central character, describing what had preceded the moment being captured, what they expected to happen, and describing the relationships between the central character and other depicted characters. Written responses (over 100,000 words) were analysed using several thematic content analyses methods (e.g., identification of stimulus properties of images, import summary including: dilemma, intention, complication, means, and outcome of stories). Standard descriptive statistics were also calculated. Based on both the qualitative and quantitative analyses image Set-C was reduced to a final image set (Set-D: 10 images). I have also included a case example to demonstrate the administration, analysis, and interpretation of responses to several AAT images. My objective is to develop the AAT to the extent that it can be used in research and applied settings. The ongoing challenge will be to popularise the use of the AAT. It is intended that the AAT can best contribute to sport psychological knowledge when findings are integrated with multiple sources of data (e.g., questionnaires, intake interviews). The AAT may help sport practitioners identify and assess personality features, relationships, anxieties, achievement motivation, and perfectionism. The significance of this research is the development of a projective assessment tool specifically for sport. The AAT should augment the recent shift in orientation for service delivery to athletes and provide a more in-depth understanding of athletes’ characters, motivations, anxieties, and hopes.

Previous research (Dwight & Donovan, 2003) suggests that warnings or instructions are useful in reducing applicant faking. This study hypothesized that instructions which promote accuracy would be more effective than those which discourage faking. Likewise, it was hypothesized that instructions which emphasize social verification would be more effective than methods that emphasize embedded social desirability items. This study compared the effectiveness of varying the focus of consequences and the method of identification of instructions on mean applicant scores, honesty of scores and applicant reactions. This study also sought to understand the processes by which warnings may influence applicant faking. The results of this study suggest that, contrary to hypotheses, instructions that emphasized the use of embedded items were more effective than those that emphasized the use of social verification in lowering mean applicant scores. Interestingly, the use of embedded items was also associated with lower levels of expectancy of producing accurate ratings. It was also found that warnings led to more honest applicant ratings. When analyses were conducted only on response elevators, it was found that the focus of consequences and method of identification interacted to influence applicant ratings and the credibility of the method of identification. Specifically, embedded items were more effective and credible when paired with promote accuracy instructions. It is suggested that warnings may impact response elevators and non-elevators differentially.

Grossarth-Maticek and colleagues presented longitudinal evidence for personality Type being related to disease. Type 1s (cancer prone) and Type 2s (CHD prone) were proposed to be dependent on others, in contrast to the autonomous Type 4s, who had a lower mortality rate at follow-up. Stress was the mechanism proposed to account for the effects of personality on disease, yet this claim has not been systematically investigated. Four studies compared responses of Type 1, 2 and 4 individuals to stress and non-stress tasks. Types 1 and 2 showed increased salivary cortisol responses to an uncontrollable maths stress task (relative to control) compared to Type 4s, and scored higher on perceived stress, state-anxiety, and measures of negative mood, consistent with the implications of the Grossarth-Maticek hypothesis. No significant differences were evident between the Types in response to progressive muscle relaxation, suggesting stress is necessary for Type differences to emerge. Further, Types 1 and 2 responded differently to different stressors (maths vs. exam), arguing against criticisms that Types 1 and 2 are indistinguishable. The relation between Grossarth-Maticek Type subscales was further clarified through their correlations with each other (controlling for mood, stress and social desirability), and with the Lifestyle Defense Mechanisms (LDM) inventory, a psychometric refinement of the Grossarth-Maticek scales. A prospective study examining mortality rates in a sample exposed to environmental noise stressors revealed no prediction of death or cause of death by Grossarth-Maticek Type. This may have been due to the relative youth of the sample, short (7 year) follow-up period, and consequently low death rate. The current research is the first to show different responses to different stressors between Types 1 and 2, and revealed converging evidence for the claim that stress is the mechanism for Type effects on disease. Additionally, theoretical issues in conceptions of stress, and models of the relation between the Types, stress and disease were considered. This project suggests that after a history of criticisms, the Grossarth-Maticek typology should be re-considered for its public health implications, and along with the LDM inventory, should be considered for further investigation of the relation between personality variables and disease.

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The present study was designed to assess both the construct of psychopathy in a female jail sample as well as the quality of the measures that have been employed to assess this personality style. Utilizing the multitrait-multimethod matrix proposed by Campbell and Fiske (1959), the construct of psychopathy was measured via three instruments: (a) the Antisocial Scale of the Personality Assessment Inventory, (b) the Psychopathy Checklist - Revised, and (c) the Antisocial Scale of the Personality Disorder Examination. In addition, the predictive validity of each of these measures of psychopathy was evaluated to determine their ability to predict institutional violence and non-compliance. The results revealed significant convergence and divergence across the three instruments supporting the construct of psychopathy in a female jail sample. In addition, the measures of psychopathy demonstrated moderate predictive validity.

The two purposes of this research were: (1) to develop an instrument, the Sibling Relationship Questionnaire (SRQ) to measure retrospectively childhood feelings towards siblings and (2) to assess the power of the SRQ in statistical prediction of personality characteristics, as measured by the California Psychological Inventory (CPI). The predictive power of the SRQ was compared by multivariate analyses to that of birth order variables. The principal personality features investigated were need for achievement, need for affiliation, conformity, sociability, and sex-role orientation. In Study 1 a pool of items regarding childhood sibling relationships was submitted to a sample of 255 undergraduate students (75 males and 180 females) and was factor analyzed. The six factors scales derived were Companionship, Loyalty, Hostility, Identification, Caretaking, and Rivalry. The items composing these scales were used to construct the SRQ. In Study 2 the SRQ was administered to a sample of 141 undergraduate students (70 males and 71 females), along with the CPI and a questionnaire designed to obtain demographic and birth order variables. The six-factor structure of the SRQ was cross-validated in Study 2. Most powerful of the SRQ scales in predicting personality were Hostility and Rivalry, being positively related to need for achievement and conformity. Hostility was positively related to social tolerance, but negatively to sociability. Rivalry interacted with birth order variables in predicting sex-role orientation. Subject's sex was a powerful predictor of personality, with females higher in need for achievement, conformity, sociability, and feminine sex-role orientation. Among birth order variables, sex of the closest-in-age sibling had significant predictive power, as did number of younger sisters and brothers. Generally, SRQ scales were more highly associated with need for achievement than were birth order variables, which were better predictors of need for affiliation and sex-role orientation. A further important finding was that sibling loss was negatively related to need for achievement and sociability, but positively related to need for affiliation. The importance of examining in future research both the emotional components of sibling relationships and the total sibling structure of the family is discussed.

Subjects were 251 individuals ranging in age from 18-70 of predominantly Caucasian and Oriental ancestry. These individuals were administered a booklet of 498 personality items at university, Civil Service, and retirement home locations. The booklet of personality items contained 6 scales from the Personality Research Form (PRF) and 6 "matching" scales from the California Psychological Inventory (CPI); an "acquiescence" response style scale, the PRF "desirability" response style scale and 20 eight-item social desirability response style scales composed of items with homogeneous social desirability scale values. A procedure called the response style assessment technique (RSAT), based on the "Threshold Theory" of Douglas N. Jackson, was used to derive subject social desirability and acquiescence response style parameters from responses to the 20 eight-item social desirability response style scales. These parameters were then used to predict obtained subject scores on the 12 personality trait scales and the "acquiescence" and "desirability" response style scales. This procedure was devised to facilitate evaluation of the convergent and discriminant validity of personality trait scales and to assess the degree to which individual differences in response styles could be directly assessed for information relevant to personality. The size of the coefficient of determination resulting from regression of obtained trait scale scores on RSAT predicted trait scale scores was used to evaluate the discriminant validity of trait scales apart from response styles. Discriminant and convergent validity of trait scales relative to other trait scales was evaluated by intercorrelating residual trait scale variances resulting from the partialling of variance predicted via RSAT. Results indicate that the PRF scales achieve both a higher degree of discriminant validity apart from response style dimensions and a higher degree of discriminant validity apart from other scales in the inventory than do the CPI scales. Of the 6 pairs of trait scales matched for similarity, only the PRF and CPI "dominance" scales achieved a reasonable level of convergent validity. Factor analysis of the 2 response style scales, the 2 derived subject response style parameters and the 12 trait scales revealed 4 factors accounting for approximately 66 percent of total variance. The first two factors which were related to social desirability and acquiescence response styles, respectively, as indicated by the high loadings obtained by the response style indices on these factors, accounted for approximately 50 percent of total variance. The 251 subjects were separated into 9 response style groups according to low, moderate and high combinations of the derived subject social desirability and acquiescence response style parameters. These response style groupings were significantly related to obtained trait scale scores as determined by analysis of variance and significantly related to obtained personality profiles as determined via discriminant analysis. Two main conclusions were drawn: (1) the RSAT procedure is an effective aid in the evaluation of the convergent and discriminant validity of personality trait scales; (2) that individual differences in social desirability and acquiescence response styles are important personality traits in their own right and should be assessed. An approach to personality assessment based on the direct assessment of response style parameters is described and discussed.

The empirical contributions of researchers on the personality characteristics associated with the identification and treatment of compulsive gambling have been largely piecemeal. As an active four year veteran of the Gamblers Anonymous program, the author has come to recognize that the vast majority of members comprising Gamblers Anonymous are persons typically not well versed in experimental design or research methodology techniques. Compounding this statement is the fact that it was not until the early 1980's that compulsive gambling (or synonomously stated as pathological gambling) became recognized by the American Psychiatric Association as a mental disorder with explicit diagnostic signs and symptoms. As a result of these factors and additional issues presented below, the scientific research and conclusions drawn in the area of compulsive gambling have been limited and shallow.

I. Problem: To construct a measure of classroom adjustment which would be easily administered and interpreted by the classroom teacher. II. Procedure: A. Two measures were developed; an 86 item Teacher Checklist and a 40 item Parent Rating Scale. 1. Classroom teachers were asked to submit situations which would give evidence of good classroom adjustment. Ten trait categories were established as follows: concentration, cooperation, courtesy, emotional stability, friendliness, health, initiative, responsib- ility, self-confidence and self-reliance. A list of 86 items, to check the child's performance in these trait areas was complied. i.e. "He is wiilling to lead Opening Exercises (initiative)." Any item which could not be objectively observed was discarded. For ease of checking, the 86 items were so arranged as to follow the routine of a normal classroom day. Each child was rated twice on the Checklist. In 12 classrooms, (299 children) the child was rated by his own teacher first, then by a second person. In 4 classrooms (101 children) the child's teacher did both ratings with a lapse of 4 weeks between the two. 2. The Parent Rating Scale again attempted to get evidence on the same ten traits. i.e. "He can shop by himself (Initiative)." The parents were asked to check each item as "Usually, Often or Occasionally." B. Four hundred first grade children who participated in the study were administered the following tests: 1. Otis Quick Scoring J.iental Ability Test. 2. The Teacher Checklist of Adjustment. 3. The Parent Rating Scale was filled out by parents of the children. 4. The Detroit Word Recognition Test and the Boston University Reading Tests were used to measure reading achievement. III. Major Findings and Conclusions: A. Teachers and parents found both measures were easily administered. B. Reliability was established as follows: 1. For the Teacher Checklist a. Correlation between 2 raters was .73. b. Correlation on same rater twice was .97. c. Split half reliability for whole test corrected by Spearman Brown Formula was .96. d. Item analysis revealed significant differences for 81 out of 86 items for high and low scorers. 2. For the Parent Rating Scale· a. Split half correlation on whole.test, corrected by Spearman Brown Formula, was .70. b. Item analysis revealed significant differences on 24 of the 40 items. c. The Parent Rating Scale did not correlate significantly with the Teacher Checklist (.16). C. Relation of Adjustment to Reading Achievement 1. Positive Correlations of .48 and ·57 were found between adjustment and reading achievement. 2. Children were divided on the basis of adjustment scores into three groups--high, middle and low. a. The means of these three groups on the Detroit Word Recognition Test were 25.76, 19.00 and 13.80, respectively. Means on the Boston University Test were 88.3, 52.0 and 40.5, respectively. The differenees in achievement were statistically significant between high and middle as well as between middle and low groups. b. The mean mental age for the high group was 90.5 months, for the middle 82.5 and for the low 80.0. c. The difference in mental age between the high and the middle group was very significant but the difference between the middle and low groups was not significant. d. The mean IQ's were 118, 107 and 105 for high, middle and low groups, respectively. The difference between the high and middle groups was statistically significant but this was not true between the middle and low groups.

The purpose of this investigation was to make a comparative analysis of the personality characteristics of 20 stutterers with those of 20 predelinquents and 20 adjusted boys. As stutterers and predelinquents represent overtly opposite types of behavior, it was hypothesized that stutterers show a high degree of emotional control and predelinquents a low one, whereas the adjusted boys were assumed to fall midway between the two emotionally disturbed groups. It was further hypothesized that stutterers and predelinquents show significant covert differences in various other aspects of their personality which can be detected by means of the Rorschach and WISC analysis. The 60 boys selected for this study were ten through twelve years of age, had an I.Q. between 90 and 130, came from the same town, and all were living at home. The 20 stutterers' speech symptoms were diagnosed by the Public School speech clinician. The 20 predelinquents were referred by teachers to the school psychologist (this writer) for acting-out behavior and in addition showed four predelinquency characteristics from a listed set of criteria. Eight Rorschach and eight WISC variables were selected for comparison. Of the eight Rorschach variables, seven showed statistically significant differences among the three groups. The outstanding finding of this study revealed that stutterers had many more indicators of maladjustment than predelinquents. According to the Rorschach variables, the adjusted boys consistently showed the most favorable scores and the stutterers consistently the least favorable. Stutterers had less self-awareness and ability to empathize with others than either the predelinquents or the adjusted boys (M score; p=.05). Stutterers had considerably poorer human relationships (H score; p=.05), and were less aware of what is socially expected of the (P score; p=.01). Stutterers had many more anxiety indicators (p=.01) and a smaller range of interests (Content categories; p=.01). The hypothesis that stutterers and predelinquents represent opposite poles on a behavior continuum of internalized control and impulsivity was disproved. The Rorschach color ratio indicated that stutterers had very little emotional energy at their disposal, and what is usually considered emotional control was, in fact, shallow affectivity (FC score; p=.01). Stutterers had as few internalized controls as predelinquents. The latter, as expected, had a lopsided balance between self-control and impulsivity (CF+C; p=.01), whereas the adjusted boys had an even distribution of self control and impulsivity. In the WISC, the differences between the groups were not clearly discernable, because their overall I.Q.'s, their Verbal and Performance I.Q.'s differentiated among the three groups in a statistically significant degree (p=.05). Stutterers had a much larger gap between Verbal and Performance I.Q.'s than the two other groups, and such a scatter is considered an indicator of maladjustment. The Stutterers also showed a greater drop of their Vocabulary level (p=.05), and they also had a greater drop of their Performance subtests below their Performance Mean (p=.05). The use of this so-called scatter analysis made it clear that maladjustments can be detected in the WISC by the Vocabulary Scatter and the Mean Performance Scatter. As an implication of practical significance it follows from the findings of the Rorschach and the WISC in this study that predelinquents are much easier to reach therapeutically during the ages of ten through twelve than stutterers, because the latter have poorer human relationships, less empathy, and shallow emotionality. [TRUNCATED]

The University of New Mexico, through its personnel department, has, for three years, made use of the Bell Adjustment Inventory as an instrument for rating the personality adjustments of members of the freshman classes. The Inventory provides four measures of adjustment, and also a total score which is the sum of the scores of the four measures. The test has proved to be of value in determining cases of maladjustment and the several scores furnish a clue to the sources of such maladjustment. The results have been sufficiently satisfactory to warrant the use of the scores in comparing certain student and family groups.

The purpose of this study is to compare the personality traits of the physically handicapped children with the personality traits of normal children. An attempt will be made to answer two questions. First, how do physically defective children compare with Physically normal children in self-adjustment and social-adjustment? Second, is there an associated emotional or personality pattern which accompanies physical handicaps?

The problem which is reported in these pages represents an attempt on the part of the writer to discover whether the music curriculum of the Denton Senior High School is meeting the personality needs of the students of the school. In order to discover a starting-point from which to attack this problem, the writer administered standardized personality and music tests to the students enrolled in her music classes. The results of these tests form the primary basis of the investigation and of this thesis.

To determine what type of young men and women are entering the profession of music today as compared with those entering other fields is the purpose of the present investigation. It undertakes a study of ninety advanced music students divided into two groups of forty-five each, those who prefer to do solo work and those who prefer to perform in an ensemble. A control group of fifty advanced students is taken from other fields of study in order to form a basis for judgment of the music students. These groups are compared with respect to age, intelligence, and various personality adjustments.

"The writer has heard a great deal concerning intelligence and the use of intelligence tests. However, not all of the opinions expressed have been in agreement, and there seems to be a large area of uncertainty for the classroom teacher concerning this important part of pupil evaluation. Confusion seems to center around certain focal points which are of particular importance to the teacher. What is intelligence? Can it be measured? Do the intelligence tests administered to school children give an adequate account of their abilities? Can children be safely compared to one another in terms of their scores on intelligence tests? Are intelligence test scores of any use as indicators of children's achievement? These are the aspects of intelligence and the testing of intelligence which are of primary concern to the classroom teacher and about which adequate knowledge is imperative if the teacher is to do the most effective job. It is the purpose of this study, then, to try and answer some of these questions"--Introduction.

"For several years the seemingly inevitable difficulties experienced by seventh grade youngsters in making personality adjustments when coming from the elementary school to the junior high school has been a personal challenge. Having been rather closely associated during their sixth year with approximately half of the seventh grade pupils studied, the writer is particularly interested in the personality adjustments evidenced by the groups considered in this paper. The problem was to discover both the personality adjustments of the seventh graders who came from an adjacent elementary school which provided a special program for all sixth graders, and the personality adjustments of the seventh graders who did not attend that particular elementary school"--Introduction.

The relationship of anxiety in both its state and trait manifestation to simple motor performance has been established in a number of studies. The present study is an attempt to extend these relationships to more complex motor performances, that is, to the level of a unitary group of motor habits such as is present in an athletic task. In doing this the present study utilizes not only direct assessments of both state and trait anxiety, but also assessment of certain personality traits which may be important in mediating the expression of anxiety and activation level.

A most important consideration in the area of Psychometrics is the concept of "validity". The question raised by the concept is: "What does this test measure?" To answer the question, We may either correlate the test being examined with some objective criteria or with another test. As we attempt to validate tests our knowledge of what the basic mental and personality traits are and how they relate to one another continues to grow and change. The test instruments in this study are thought to measure rigidity in personality and concreteness in cognition. Therefore, a specific population considered high in these human factors is chosen for this study. Although some would say that such a population would tend to bias this present study by producing a high correlation, the fact is that such a correlation would tend to support the idea that these tests do measure what they purport to measure. If an average normal population produced no correlation at all, it would tell us nothing of the tests. The purpose of this study is to determine whether Luchins' Water Jar Problems, an Einstellung test supported by a great deal of validation data , and Milgram's Word Meaning test, a relatively new test with almost no validation data, are positively or negatively related, and whether or not the relationship is statistically significant. If a significant relationship is found, it will give some validity to Milgram's Word Meaning test.

In the present study an attempt is made to discover some of the personality differences which contribute to the underachievement of certain talented pupils. Perhaps, by investigating the presence of such characteristics, it will be possible to develop curricula to assist these talented pupils in the fullest development of their academic potential.

The purpose of the present study is twofold: (1) to investigate the extent to which changing criteria of creativity influences the selection of subjects with different personality characteristics; and (2) to determine if the selection of different subjects by different criteria of creativity also extends to the different scoring methods which can be applied to the same test of creativity.The specific hypothesis to be tested in this study are: (1) There will be low or non-significant correlations both between the two specific tests of creativity and between the various methods of scoring each test.; (2) The subjects selected by the various methods will exhibit different personality patterns as demonstrated by their composite need profiles on the Edwards Personal Preference Schedule.

The problem of college student mortality and the prognosis of academic success have long intrigued school administrators and educational psychologists. The prediction of academic achievement remains a problem and the tremendous waste represented by the high percentage of drop-outs continues to pose a serious challenge to our institutions of higher education. Statement of the Problem The problem with which this study was concerned was to determine what differences, measurable by the Thematic Apperception Test, exist between students who have been identified as successful in college and those who have been identified as unsuccessful.

Within the past decade the field of clinical psychology has become increasingly concerned with projective tests as a means of facilitating the understanding of the dynamic makeup of the individual personality. The enthusiasm over these techniques has resulted in the development of a barrage of projective techniques, purporting to uncover dynamics and "complexes" to a sometimes fantastic and often dubious extent. The subjective nature of these tests appears to render them most difficult to quantify and validate experimentally. Although the Mosaic test dates its origin twenty-five years back, there have been few, if any, successful validation studies. Those that have been attempted, have been poorly executed and their results inconclusive, or incongruous with other findings. The bulk of the literature on the test seems to consist of enthusiastic affirmation and ways and means of interpretation but little objective data to substantiate the findings. The test is considered by many to be most successful in its sensitivity to various entities of psychiatric diagnosis. That is, the mosaic design of psychotics, narcotics, and "normal" individuals, etc., are alleged to fall into distinct types. Those who a:re confident in this have offered certain criteria as indicative of mosaics of these various clinical groupings. The purpose of this study is to determine how successfully mosaic patterns constructed by persons with psychiatric diagnoses of schizophrenia can be differentiated from those constructed by non-schizophrenic (i.e., "normal'') individuals, and which criteria are found to be most valid in making such a distinction.